Class 11 Unit 8 Simple Present and Present Continuous

 

Class 11 Unit 8 Simple Present and Present Continuous 

1. Simple Present Tense

Structure

·         Affirmative: Subject + base verb (+ s/es for singular)

a)       I/You/We/They play football.

b)       He/She/It plays football.

·         Negative: Subject + do/does + not + base verb (verb1)

a)       I do not (don’t) play football.

b)       He does not (doesn’t) play football.

·         Interrogative: Do/Does + Subject + Base verb?

a)       Do you play football?

b)       Does he play football?

Uses

1.      Habitual actions / routines

a)       I brush my teeth twice a day.

2.      General truths / facts / laws of nature

a)       Water boils at 100°C.

3.      Permanent situations

a)       She lives in Kathmandu.

4.      Scheduled events (future) or timetables

a)       The train leaves at 6 p.m.

Time Adverbs Used

·         always, usually, often, sometimes, never, every day/week/month/year

Examples:

a)       He always wakes up early.

b)       I usually go to school by bus.

c)       The sun rises in the east.

2. Present Continuous Tense

Structure

·         Affirmative: Subject + am/is/are + verb4+ obj.)

a)      I am reading a book.

b)     He/She/It is reading a book.

c)      We/They are reading a book.

·         Negative: Subject + am/is/are + not + verb(+ing)

a)      I am not reading a book.

·         Interrogative: Am/Is/Are + Subject + verb(+ing)?

a)      Are you reading a book?

b)     Is he reading a book?

Uses

1.      Actions happening now / at the moment

a)       She is studying in her room right now.

2.      Temporary actions / situations

a)       I am staying at my friend’s house for a week.

3.      Future arrangements (planned events)

a)       We are meeting the teacher tomorrow.

4.      Actions changing / developing

a)       The weather is getting colder these days.

Time Adverbs Used

·         now, right now, at the moment, currently, these days, today, tonight, tomorrow

Examples:

a)       She is cooking dinner now.

b)       They are playing football at the moment.

c)       I am reading a new novel these days.

 

D. List any five words found in an English dictionary beginning with the prefix ‘super-.’ What common meaning do all of these words share? How do the words in your list change meaning if you eliminate the prefix?

Five words with the prefix super-

1.      superman

2.      supermarket

3.      superpower

4.      supernatural

5.      superstar

How the words change if the prefix is removed

1.      superman → man

a)       superman = a man with extraordinary powers

b)       man = an ordinary male person

2.      supermarket → market

a)       supermarket = a very large market with many goods

b)       market = a normal place to buy and sell goods

3.      superpower → power

a)       superpower = an exceptional ability or a very powerful country

b)       power = normal strength or energy

4.      supernatural → natural

a)       supernatural = beyond natural, unexplainable by science

b)       natural = existing in nature, normal

5.      superstar → star

a)       superstar = a very famous and talented celebrity

b)       star = an ordinary star in the sky or just a famous person

 Grammar

B. Put the verb into the correct form, present simple or present continuous.

a. Nisha speaks (speak) English very well.

b. Hurry up! We are waiting (wait) for you.

c. Excuse me! Do you speak (you/speak) English?

d. She is having (have) a shower in bathroom.

e. How often do you read (you/read) a newspaper?

f. I'm sorry, I don't understand (not/understand). Can you speak more slowly?

g. You can turn off the radio. I am not listening (not/listen) to it.

h. I usually get up (get up) at 5 o'clock every morning.

i. Look! The river is flowing (flow) very fast.

j. Amrita does not seem (not/seem) very happy at the moment.

C. Are the underlined verbs in the correct form? Correct them where necessary.

a. Water boils at 100° C.

Water boils at 100° C.

b. The water boils. Can you turn it off?

The water is boiling. Can you turn it off?

c. I must go now. It gets late.

I must go now. It is geting late.

d. This sauce's tasting really good.

This sauce tastes really good.

e. I’m thinking this is your key.

I think this is your key.

f. Are you believing in God?

Do you believe in God?

g. I usually go to school on foot.

I usually go to school on foot.

h. Look! That man tries to open the door of her car.

Look! That man is trying to open the door of her car.

i. The moon is going round the earth.

The moon goes round the earth.

j. I'm getting hungry. Let's go and eat.

I'm getting hungry. Let's go and eat.

Critical Thinking

b. Can education bring change in the belief of superstition? Present your arguments to support your answer.

Yes, education can bring change in the belief of superstition. Superstition is a belief in things that are not based on science or logic, such as believing in ghosts, bad luck from black cats, or fortune told by astrologers. Such beliefs often create fear, confusion, and backwardness in society. The best way to overcome them is through proper education.

Education helps people to think logically and question old traditions. An educated person does not easily accept something without proof. For example, instead of believing that an illness is caused by evil spirits, education teaches us that it is caused by germs and can be treated by medicine. This scientific understanding replaces fear with confidence.

Moreover, education spreads awareness about equality and human rights. Many superstitions, such as discrimination against women during menstruation or untouchability, are based on ignorance. When people are educated, they learn that such practices are harmful and meaningless. They begin to respect others and follow rational ideas instead of blind beliefs.

Education also inspires young people to use modern technology, read books, and access new information. When knowledge increases, superstition naturally decreases.

In conclusion, education is the most powerful tool to change society. It opens the mind, replaces fear with knowledge, and helps people live in a scientific and progressive way. Therefore, education can and does bring positive change in the belief of superstition.

Writing

a. Write an essay on superstitions that exists in your community in about 250 words.

                                                Superstitions in My Community

Superstition means a belief in things that are not based on science or logic but on tradition, fear, or ignorance. Even in modern times, many superstitions still exist in my community. These beliefs have been passed down from one generation to another, and people often follow them without questioning.

One common superstition in my community is about sneezing. If a person sneezes when someone is leaving for an important work, it is believed that the work will not be successful. People sometimes even stop their journey for a while after a sneeze. Another superstition is about cats. If a black cat crosses the road in front of you, people believe it brings bad luck.

There are also superstitions related to dreams. If someone dreams about losing teeth, it is believed that a relative may die soon. Similarly, dreaming of fish is considered a sign of pregnancy in the family. In addition, many people believe that an owl sitting on the roof of a house is a bad omen, bringing misfortune or even death.

Superstitions are also connected to festivals and rituals. During solar eclipses, pregnant women are told not to touch sharp objects or eat food, because it is believed to harm the baby. Many people also believe that keeping lemon and chili at the door of a shop will keep away evil spirits.

Although education and science have advanced, such superstitions still influence daily life in my community. They sometimes create unnecessary fear and prevent logical thinking. However, with more awareness and education, these beliefs can slowly be reduced.

In conclusion, superstitions are still deeply rooted in my community, but through proper knowledge and reasoning, people can learn to live more confidently and scientifically.

b. “Superstition is prevalent in every walk of life.” Argue for or against this statement.

I agree with the statement that superstition is prevalent in every walk of life. Superstition means blind beliefs in things without scientific proof. Although the world has advanced in technology and education, superstitions are still found in villages, cities, and even among educated people.

In family life, many people follow superstitions in marriage, birth, and death rituals. For example, they believe that certain days are unlucky for starting new work, or that a crying owl near the house brings death. In daily activities, people stop their journey if a cat crosses the road or a person sneezes. These practices clearly show how superstitions affect everyday behavior.

In health, instead of going to the doctor, some people still believe in witch doctors or healers. They think that diseases are caused by evil spirits rather than germs or poor hygiene. Even in business, many shopkeepers keep lemon and chili at the door to protect against the “evil eye.” Similarly, farmers sometimes believe that bad harvests are caused by angry gods rather than natural factors like drought.

Superstition is also present in modern society. Educated people still read horoscopes before marriage or making important decisions. Some even believe that certain numbers, colors, or dreams decide their future. This proves that superstition exists in all areas, regardless of age, place, or education.

In conclusion, superstition is truly present in every walk of life. It influences how people think, act, and make decisions. Although education and science are reducing these beliefs, they cannot be removed completely at once because they are deeply rooted in culture and tradition. Only continuous awareness, logical thinking, and scientific education can gradually weaken superstition from our society.

 

Class 11 Unit 7 Prefix, Transitive, Intransitive and Linking Verbs

Class 11 Unit 7 Prefix, Transitive, Intransitive and Linking Verbs

Prefix – Definition

 A prefix is a group of letters placed before the root/base word to change its meaning. It does not stand alone but modifies the sense of the word.

Example:

·         happy → unhappy (not happy)

·         legal → illegal (not legal)

·         do → redo (do again)

Uses of Prefixes

1.      Negation (not) → un-, in-, dis-, non-

o    unfair, inactive, dislike, nonstop

2.      Reversal/Removal → de-, dis-

o    deforest, disconnect

3.      Repetition → re-

o    rewrite, rebuild

4.      Time/Order → pre-, post-

o    preview, postpone

5.      Bad/Wrong → mal-, mis-

o    malpractice, misbehave

Examples in Sentences

1.      The road is unsafe at night. (prefix un- = not)

2.      The teacher asked me to rewrite the essay. (prefix re- = again)

3.      He was punished for misbehaving in class. (prefix mis- = wrongly)

 

C. Make two other words by using each prefix given above and use them in sentences.

1. mal- (bad/evil)

• malfunction – The computer stopped working because of a malfunction.
• malnutrition – Many children in poor areas suffer from malnutrition.

2. mis- (wrong/badly)

• misunderstand – Please don’t misunderstand my words.
• misplace – I often misplace my keys at home.

3. un- (not)

• unhappy – She felt unhappy after hearing the sad news.
• unfair – It is unfair to punish only one student for the mistake.

4. in- (not)

• invisible – The stars are invisible during the day.
• incomplete – His homework was incomplete.

5. pre- (before)

• preview – We watched the movie preview before the release.
• preschool – My brother goes to preschool every morning.

6. il- (not)

• illegal – It is illegal to drive without a license.
• illogical – His argument was weak and illogical.

7. dis- (opposite, not)

• disagree – I disagree with your opinion.
• disconnect – Please disconnect the charger when not in use.

8. im- (not)

• impossible – Nothing is impossible if you work hard.
• impolite – It is impolite to interrupt someone while speaking.

9. re- (again)

• rewrite – The teacher asked me to rewrite the essay.
• rebuild – The villagers will rebuild the bridge after the flood.

10. ir- (not)

• irregular – The patient has an irregular heartbeat.
• irresponsible – He is irresponsible with his duties.

11. de- (reverse, remove)

• devalue – Bad behavior can devalue a person’s reputation.
• deforest – People should not deforest the jungle carelessly.

12. non- (not)

• nonsense – Stop talking nonsense in the class.
• nonstop – The bus runs nonstop from Pokhara to Kathmandu.

1. Transitive Verbs

Definition

A transitive verb is a verb that needs an object to complete its meaning.
The action passes from the subject to the object.

Formula: Subject + Verb + Object

Uses

·         They answer “what?” or “whom?” after the verb.

·         Without an object, the sentence feels incomplete.

Examples

1.      She wrote a letter. (What did she write? → a letter = object)

2.      They played football. (What did they play? → football = object)

3.      He bought a new bike. (What did he buy? → bike = object)

2. Intransitive Verbs

Definition

An intransitive verb is a verb that does not take an object.
The action does not pass to an object.

Formula: Subject + Verb (+ Adverb/Complement)

Uses

·         Often followed by adverbs or prepositional phrases (but not direct objects).

·         They answer “how?”, “where?”, or “when?”, not “what” or “whom.”

Examples

1.      The baby cried loudly. (No object, but has adverb)

2.      Birds fly in the sky. (Prepositional phrase, not an object)

3.      She slept peacefully.

3. Linking Verbs

Definition

A linking verb is a verb that does not show action but connects the subject with its complement (a noun, pronoun, or adjective that describes/renames the subject).

Formula: Subject + Linking Verb + Complement

Uses

·         Most common linking verb is “be” (am, is, are, was, were).

·         Other linking verbs: seem, become, appear, look, taste, feel, remain, grow, sound, smell.

·         They link the subject with state, quality, or condition.

Examples

1.      She is a teacher. (teacher = complement → tells what she is)

2.      The soup tastes delicious. (delicious = adjective describing soup)

3.      He became a doctor. (doctor = complement)

 

Grammar

c. Underline the verb in each sentence and write whether it is transitive, intransitive or linking.
a. His father looks handsome.
looks = linking verb
b. Bhawana drinks milk every day.
drinks = transitive verb
c. He became a watchman.
became = linking verb
d. This bread smells good.
smells = linking verb
e. The dog barked loudly.
barked = intransitive verb
f. He chased the dog.
chased = transitive verb
g. My sister swims fast.
intransitive verb
h. He painted a picture.
painted = transitive verb
i. Radhika always asks questions.
asks = transitive verb
j. Anjana has a long hair.
has = linking verb
k. Hungry lion roars.
intransitive verb
l. He tried again and again.
tried = intransitive verb
m. The weather is hot.
is = linking verb

n. Owls hide in the daytime.
hide = intransitive verb

Critical thinking

a. Do you think that the title “Foresters without Diplomas” is suitable to the essay? How?

Yes, I think the title “Foresters without Diplomas” is very suitable to the essay. A diploma normally represents formal education and technical training. But in the essay, the writer shows how ordinary villagers, without formal schooling, are able to protect and manage forests successfully. Their work is equal to, or sometimes even better than, professional foresters with academic degrees.

The people described in the essay are local villagers who depend on the forest for their daily life. They collect firewood, grass, fruits, and herbs, so they understand the value of the forest very well. Even without diplomas, they use their traditional knowledge, cooperation, and sense of responsibility to conserve the forest. They make rules, punish those who break them, and share the benefits equally. This shows their wisdom and skills in forest management.

The title also suggests that formal education is not the only source of knowledge. Experience, observation, and community spirit can also teach valuable lessons. The villagers prove that real-life practice is as important as classroom study. Their success shows that certificates and diplomas are not the only qualifications needed for social progress.

Therefore, the title “Foresters without Diplomas” is suitable because it honors the villagers who have become natural foresters by their dedication and collective effort, even without academic degrees. It reminds us to respect local knowledge and to understand that education can come from life as well as from books.

b. Can a person make a difference in a society? Discuss with an example from a person who has made a difference in your society.

Yes, a single person can make a big difference in society. History and present life show that the courage, vision, and hard work of one individual can inspire many people and bring positive changes. Society is built by people, and even one person’s good actions can influence others to follow the same path.

In my society, I have seen the example of Madan Krishna Shrestha, a well-known comedian, actor, and social activist of Nepal. He, along with his partner Hari Bansha Acharya, has not only entertained millions through comedy but also spread awareness about social issues like corruption, poverty, education, and health. Through dramas, films, and public programs, he has encouraged people to think critically and act responsibly. Their performances often carry strong social messages, teaching lessons in a humorous but powerful way.

Madan Krishna Shrestha also showed great courage in speaking about his struggles with illness, which gave hope to many other patients. His openness and positive attitude inspired people to stay strong in difficult times. He proved that artists can play an important role in shaping society, not only by entertaining but also by educating and guiding people.

This example proves that one person’s voice, creativity, and effort can bring awareness, unity, and positive change in society. Therefore, I strongly believe that a person can make a difference, no matter how small their actions may seem at first.

c. Write an essay on 'The Community Forest in Nepal'. Describe how these community forests have contributed to maintain ecology in our environment.

The Community Forest in Nepal

Forests are very important for our life and environment. They give us oxygen, food, medicine, and raw materials, and they protect the soil and water. In Nepal, forests cover a large part of the land. But in the past, careless use, deforestation, and overgrazing destroyed many forests. To solve this problem, the government of Nepal started the community forest program, where the local people themselves take care of the forest.

A community forest is a forest area handed over to the local people to manage, use, and protect. The local users form a committee, make rules, and share both responsibilities and benefits. They decide when to cut trees, how much firewood to collect, and how to punish rule-breakers. This system gives a sense of ownership, so people feel the forest is theirs.

Community forests have contributed a lot to maintaining ecology in our environment. First, they help in reducing deforestation because people protect trees instead of cutting them carelessly. Second, they support soil and water conservation, which prevents floods, landslides, and droughts. Third, they provide a habitat for wildlife and preserve biodiversity. Fourth, trees absorb carbon dioxide and release oxygen, which helps to control air pollution and climate change.

Besides ecological balance, community forests also improve the economy. Villagers get firewood, fodder, timber, and non-timber products in a sustainable way. They also earn income by selling forest products and use it for schools, health posts, and drinking water projects.

In conclusion, community forests in Nepal are a successful example of people’s participation in conservation. They protect nature, improve the local economy, and make our environment greener and healthier. If we continue this practice sincerely, our forests and ecology will remain safe for future generations.